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The end of the twentieth century saw increased research on sustainability issues, particularly consumer consumption patterns and their environmental impact. As consumers become more aware of the need to shift consumption habits toward green initiatives, a broader set of methods encouraging sustainable living should be sought. Due to the popularity of gamification in apps and other technology-related solutions, little research has been conducted to investigate gamification and advertising as a strategy to promote sustainable consumption. Using convenience sampling, this study surveyed 305 Ant Forest app users to investigate the relationship between gamification, perceived enjoyment, and sustainable consumption while observing green advertising as a moderating effect. The findings show that green advertising does not moderate gamification experience or perceived enjoyment but does moderate perceived enjoyment and sustainable consumption. Given that the study samples were university students, it is surprising to learn that gamification and green advertising have no relationship, thus denying the gamification experience to encourage sustainable behavior among China’s youth. As a result, marketers pursuing green initiatives should keep this impactful result in mind when implementing gamified features in user-experience apps. Gaming is seen uniquely for pleasure and enjoyment, not for creating behavioral change and awareness.

Industry 4.0 is moving towards Industry 5.0 and now has the challenge of placing the human factor at the center of technological innovation, in order to promote sustainable human resource management. For this, encouraging a happy and engaged employee within the organization is essential. It is known that tools that promote happier and more engaged people are enablers of more productive practices and more innovative actions, leading to more competitive companies. In line with these concerns, this study proposes a concept of a technological tool, named BoosToRaise, to promote and monitor workforce engagement. To achieve this goal, a mix-method that includes a systematic literature review and applications benchmarking was used. Thus, the concept of the tool emerged with a set of features in line with the engagement predictors found in the literature—Employee Role, Employee Skills and Career Management, Supervision Support, and Social Relationships—complemented with some use-cases already present in applications currently on the market. Furthermore, this concept presents itself as a differentiating Industry 5.0 accelerator that brings together functionalities that integrate Coaching and Gamification. Thus, in terms of contributions, this paper expands the existing discussion on people in Industry 4.0, not only by providing a systematization of the findings present in the literature and practical applications on this topic, but also by creating a new concept that will culminate in an applicational and practical tool to boost human resources through engagement and happiness at work.

Social networking technologies such as social media, crowd concepts, or gamification represent key resources for the integration of customers, value network partners, and the community into sustainable business models. However, there is a lack of understanding of how sustainable enterprises apply such technologies. To close this gap, we propose a taxonomy of design options for social networking technologies in sustainable business models. Our taxonomy comprises eight dimensions that deal with relevant questions of the design of social networking technologies. When creating our taxonomy, we built on existing literature and use cases and involved experienced practitioners in the field of sustainable business models for the validation of our taxonomy. In this way, our study contributes to knowledge on the use of social networking technologies in sustainable business models and how such technologies influence the boundaries of sustainable business models. Likewise, we provide practical insights into the use of social networking technologies in sustainable business models.

The use of gamification and AR technology is found to have the capacity to enhance students’ interest. In this study, the researchers chose a class in a vocational college in China as a specific case that used the gamified AR mobile application, called XploreRAFE+. This study aimed to explore the use of XploreRAFE+ in the formation of learners’ interest in order to answer the research question: What is the process of interest formation among vocational college students in a gamified AR environment, and how does it sustain students’ motivation in learning English? The data for the study were collected via observations, interviews, and document analysis. The findings of the study indicated that in a gamified AR environment, vocational college students’ interest was triggered by piquing curiosity. This then led to optimal learning experiences, where eventually the students began to have positive perceptions of English lessons and were motivated to extend learning experience on their own. These three components of interest formation formed a dynamic loop where interest formation was developed in a cyclical process. It is proposed that a cyclical formation of interest developed through a gamified AR environment over time could sustain learners’ motivation.

This paper presents the results of a game study, comparing Powersaver Game including a competition feature versus the same game excluding a competition feature with respect to energy conservation in the household. In a pretest–posttest design, we tested whether change in attitude, knowledge and behavior with respect to energy conservation in the household was different for participants playing Powersaver Game with or without competition. All energy conservation activities that the application provides (e.g., washing clothes at low temperatures) take place in the real world and feedback is based on real-time energy consumption. This so-called reality-enhanced game approach aims to optimize the transfer between the game world and the real world. Household energy consumption changed significantly and positively in the long term due to competition. A significant difference of 8% in energy consumption between both conditions after the intervention was detected. Besides energy conservation, no further differences were detected between conditions. The chain of events, that an increase in knowledge leads to attitude change, which in turn results in behavior change in the long term is confirmed by means of a path analysis. We conclude that Powersaver Game is effective in the transfer of energy conservation knowledge, which leads to energy saving behavior in the long term while competition additionally contributes to more change in behavior.

Sustainable business development is connected with environmental impact, natural resources and people. This makes the location a crucial factor for the operation of a business. Therefore, a combination of both geo-spatial data analysis and traditional economic evaluation of companies are advantageous. The consideration of geolocation is beneficial with calculations for process optimizations and cost efficiency as well as ecological and social compliance. Since integrating geospatial methods into economics is a rather new interdisciplinary approach, it seems necessary to establish innovative teaching concepts for the education of experts in this field. Creating and testing such new teaching concepts based on playful learning is the idea behind the ERASMUS+ project SPATIONOMY (“Spatial exploration of economic data—methods of interdisciplinary analytics”). An interdisciplinary team of teachers educates an interdisciplinary assembled group of international students. Hence, the fields of economics/business informatics and geography/geomatics are represented by participants and staff. Based on initial lessons about basic knowledge in the connected subjects, the central elements of the teaching concept are case studies and a simulation game, each with interdisciplinary challenges. The principal aim of the project—to educate students to become specialists in spatial economics—could be achieved. This paper aims to present, evaluate and discuss the methodological approach as well as the results from the application of the simulation game. The results show that the gamification of education is worthy. Simulation game-based learning appears to be more playful and experiential compared to traditional teaching approaches. Further research in this area should focus on the students’ engagement evaluation and attitude towards sustainable behaviour in their own business.

Teaching students awareness about sustainable mobility has been lacking to date. There is a need to expand the themes being addressed in order to achieve a change in attitude. Society needs to design a curriculum that teaches about sustainable mobility to guarantee a better environment for future generations. This article presents the most important results of an experiment based on gamification to promote the education of sustainable mobility in primary school classrooms. This new teaching method, aimed at children aged 10–12 years old, applies non-gambling play metaphors to real-life tasks to motivate a change in attitude. The didactic approach was developed using the ClassCraft platform to create specific activities that consider the environmental, economic, and social aspects of sustainable mobility. The initial analysis revealed a perception about sustainable mobility that focused on environmental problems with very little input on the economic and social aspects. The experience has shown that by using the gamified ClassCraft tool applying structured activities about all aspects of sustainable mobility, the pupils acquired new concepts that clarified the social and economic components and began to develop a conscience about how to become an active part in behavioural change.

Laboratory courses are extremely important in Physics education in terms of providing a better understanding of the theoretical course subjects by the students. However, since the COVID-19 epidemic caused education to be carried out remotely and digitally all over the world, practical as well as theoretical courses were moved to digital platforms. Therefore, this study investigated the effects of the Gamified Flipped Learning (GFL) method on students’ physics self-efficacy and innovation skills in a virtual physics laboratory course. The study was carried out with true experimental design and the participants were a total of 70 first-year engineering students, which were randomly divided into two groups. The experimental group was trained with the GFL method, the control group was trained with Classical Flipped Learning (CFL) method. Data were collected from a physics self-efficacy questionnaire, innovative skills questionnaire, and semi-structured interviews form. The research results showed that GFL method has a positive impact on the innovation skills of students although insignificant improvement was introduced by gamified-flipped learning on students’ self-efficacy. In addition, the interviews with the students revealed a positive perception of gamification, by mentioning some important aspects of the process that were extremely beneficial.

COVID-19 has drastically changed human life, both in the current era and, no doubt, in the years to come. One of the hot topics during this period is whether and how COVID-19 will change education patterns in the next few years. This study aimed to investigate the relationship between massive open online courses (MOOCs) and students’ learning performance. To that end, this study combined the gamification concept with the modified information systems (IS) success model and the expectation–confirmation model (ECM) for building a research model. We surveyed 586 students through an online survey and tested the hypotheses. The research results indicated that MOOCs’ information quality (IQ), system quality (SQ), and service quality (SEQ) had positive influences on the confirmation, which then affected MOOCs’ usefulness, satisfaction, and gamification. Students’ continued usage intention and course performance were positively influenced by usefulness and gamification. Students’ continued usage intention of MOOCs also positively affected course performance. The relationship between gamification and satisfaction, however, was not proved. The research results also showed that gamification, which was composed of entertainment, challenge, and social interaction, played a critical role in improving students’ continued usage intention of MOOCs and their course performance.

Recently, gamified wearable fitness trackers have received greater attention and usage among sport consumers. Although a moderate amount of aerobic physical activity can significantly reduce the risk of many serious illnesses, physical inactivity issues are still prominent. Although wearable fitness trackers have the potential to contribute to physical activity engagement and sustainable health outcomes, there are dwindling engagement and discontinuance issues. Thus, examining its gamification elements and role in physical activity becomes critical. This study examined the gamification elements in wearable fitness trackers and their role in physical activity and sports engagement. A comprehensive literature review yielded 26 articles that empirically measured a variety of gamification features and the effect of the device on physical activity and sports engagement. The study suggests three key gamification themes: goal-based, social-based, and rewards-based gamification that can be a point of interest for future scholars and practitioners. Based on the review, we propose a conceptual framework that embraces motivational affordances and engagement in physical activity and sports.

Cardiovascular disease (CVD) is a major public health concern in the United States. In response to the federally sponsored Million Hearts Risk Check Challenge, a team of programmers, software developers, health-information technologists, and clinicians in an integrated healthcare system in Wisconsin collaborated to develop Heart Health MobileTM (HHM), designed to improve awareness of cardiovascular disease risk and promote risk factor control among users. This paper outlines the development processes and highlights key lessons learned for mobile health applications. An agile project management methodology was used to dedicate adequate resources and employ adaptive planning and iterative development processes with a self-organized, cross-functional team. The initial HHM iOS app was developed and tested, and after additional modifications, gamified and HTML 5 versions of the app were released. The development of an iOS app is low in cost and sustainable by a healthcare system. Future app modifications to enhance data security and link self-reported cardiovascular risk assessment data to patient medical records may improve performance, patient relevance, and clinician acceptance of HHM in the primary-care setting. Legal and institutional barriers regarding the capture and analyses of protected health information must be mitigated to fully capture, analyze, and report patient health outcomes for future studies.

There is a growing body of literature that recognizes the importance of applying gamification in educational settings. This research developed an application to gamify students’ homework to address the concern of the students’ inability to complete their homework. This research aims to investigate students’ performance in doing their homework, and reflections and perceptions of the gameful experience in gamified homework exercises. Based on the data gathered from experimental and control groups (N = 84) via learning analytics, survey, and interview, the results show a high level of satisfaction according to students’ feedback. The most noticeable finding to extract from the analysis is that students can take on a persona, earn points, and experience a deeper sense of achievement through doing the gamified homework. Moreover, the students, on the whole, are likely to be intrinsically motivated whenever the homework is attributed to factors under their own control, when they consider that they have the expertise to be successful learners to achieve their desired objectives, and when they are interested in dealing with the homework for learning, not just achieving high grades.

The use of gamification is garnering attention as a method that promotes sustainable learning during the coronavirus disease 2019 (COVID-19) era. This study investigates the effect that gamified online learning has on student learning and has utilized a gamified online learning program to examine the impact. To determine the program’s effectiveness, a study has been conducted with 140 elementary and middle school students. A previously developed survey instrument was used to measure the results. The study’s findings suggest that gamification in online learning has a positive impact on learner motivation and the understanding of the educational content. Based on the findings, this study proposes that gamification should be used as a sustainable method to achieve the United Nations’ Sustainable Development Goal 4 (SDG 4) of ensuring “quality education”.

This paper aims to present a systematic literature review on state-of-the-art Educational Escape Rooms (EERs) with the use of digital technologies. More specifically, the focus of the study is to present the current developments and trends concerning Digital Educational Escape Rooms (DEERs) and investigate how they foster learning outcomes for online learners. Additionally, the present study provides insights into the design process of such technology enhanced EERs. This review is attributed to identifying and covering research gaps since the current literature has focused on the pedagogical aspects of Escape Rooms (ERs) in education, but no studies seem to have been conducted in regard to the pedagogical implications of Digital Escape Rooms (DERs) in educational environments. Based on the exhaustive literature review, an agenda for future research is promised and the implications for designing innovative ER approaches have been highlighted. The anatomy of the fundamental components of conducting systematic literature reviews was followed. The results of the review could be addressed to multidisciplinary teams related to education, game researchers, educational researchers, faculty members, scholars, instructors, and protagonists of educational systems to encourage them to thoroughly study the core elements of DEERs and how they can be applied in virtual educational contexts to facilitate students’ learning achievements.

Profiles of millennial reviewers and gamification can contribute to digital sustainability as a driver of innovation and growth. The study aims to detect if there are profiles of reviewers that can be grouped together, in order to apply a specific gamification to them and to make it sustainable over time. In this way, more information will be generated through the reviews that will help responsible consumers to choose better in their purchase decisions. The objective of this study is twofold. First, it aims to characterize online product reviewers based on their intrinsic motivations and self-perception when they comment, identifying their main motivations. Second, it aims to classify these individuals based on the acceptance of gamification elements while commenting on and relating them to the intrinsic attributes that determine their behaviors. A survey method design was used to capture responses from 187 millennial reviewers of Amazon in Spain. The relationships between motivations and the types of reviewer were extracted from the accommodation of the dataset using decision trees (DTs), specifically, the J48 algorithm. To contribute to the second objective, this paper elaborates a typology of reviewer analysis based on cluster analysis and DTs. It is confirmed that online product reviewers can be characterized based on their intrinsic motivations, which are mainly egoistic motives, competence and social relatedness. The obtained results show that the J48 DT provides excellent classification accuracy of approximately 95% in identifying reviewers based on intrinsic motivations. Similarly, egoistic intrinsic motives are decisive in focusing gamification strategies.

The new framework for learning requires the use of new technologies, such as m-learning or game-based learning programs. Gamification using this type of applications has been implemented in higher education contexts, enhancing students’ satisfaction, motivation, and class attendance. The present study refers to the introduction of new technologies and gamification through the use of the application Kahoot!, with the main objective being to analyze the relationship between the use of this gamification tool and the students’ learning results, which are measured by their academic marks. The results show a positive relationship between students’ results on the Kahoot! tests and the student’s final mark. Additionally, we demonstrate that students’ academic results improve when Kahoot! is used as an evaluation tool, taking into account improved student efficiency and a lower amount of failed grades.

In the didactics of mathematics, many technological resources can be used with teaching strategies, techniques, models, and methodologies that facilitate the teaching–learning process. Pedagogical models such as Flipped Learning and active methodologies such as Project-Based Learning and Gamification have a relevant role in education. Objectives. (1) To identify the variables of teaching practices, ratios, and mathematics teacher training indicators that could influence the choice of different study models or methodologies. Method. A total of 73 teachers from the Autonomous City of Melilla were included in a cross-sectional study. Teachers filled out a validated questionnaire with 35 questions regarding mathematics and teacher training, information and communication technology (ICT) uses, resources and mastery, communication, and collaboration. Results. The statistical analyses revealed significant positive influences between the Flipped Learning model, Project-Based Learning, and Gamification with the evaluated items. Furthermore, Project-Based Learning showed a negative association with two items of the teaching practice indicator. Conclusion. The exchange of information and content through online spaces, participation, and collaboration in center projects related to digital technologies and educational software to teach mathematics had a significant impact on the choice of Flipped Learning model and active methodologies.

The European Union has recognized the close relationship between mental health, wellbeing, and education, encouraging studies and whole school interventions that work in the interrelationship between mental health and school, especially in aspects related to Early School Leaving (ESL). Literature shows that there are research gaps in this regard, but there are some inklings to think that innovative teaching methods can improve both adolescent´s mental health and reduce the rates of ESL. The main objective of this article was to find out how the use of game-based teaching techniques affects the well-being of students at risk of ESL. The life story of one young student that has left school early has been studied, focusing on the impact that gamification had in his scholar trajectory and well-being. Data analysis was carried using the constructivist version of the grounded theory. Results showed a certain degree of interrelation between all three aspects. Pointing that a period of gamification can have a positive effect in school engagement as a result of better levels of wellbeing, but also, that if this methodology is not maintained or accompanied it can cause a rebound effect acting as a risk factor to ESL.

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

The use of active and flipped methodologies has increased in recent years. Here, gamification uses typical elements of a game in different contexts, including that of education. Specifically, Escape Room games used as educational tools have potential for teaching&ndash, learning, and they can be beneficial because they can improve students&rsquo, motivation and emotions toward learning. This is particularly valuable in science, technology, engineering and mathematics (STEM) courses, where the cognitive factor and multidimensional domain are closely connected. This research presents an online-based Edu-Escape Room with science and sustainability contents as an educative tool in a STEM course. With the intervention proposed, we analyze how this tool influences the multidimensional domain (attitudes, self-efficacy and emotions) of pre-service teachers (PSTs). According to attitude and self-efficacy analysis, it is observed that most of the items analyzed show an increase in self-efficacy and more positive attitudes after the intervention. In particular, Question 11 (Q11) indicates a significant difference. Concerning the results for emotion, the positive emotions &ldquo, joy&rdquo, &ldquo, satisfaction&rdquo, and &ldquo, fun&rdquo, are significantly increased after the intervention. However, the negative emotions &ldquo, nervousness&rdquo, frustration&rdquo, concern&rdquo, also increase, partly due to the game characteristics. The proposed activity had a medium effect on items with significant differences except for the emotion &ldquo, where the intervention had a large effect according to effect size (ES) analysis. According to the principal component analysis (PCA), the attitudes, self-efficacy and emotions of the PSTs are positively correlated, and the influence of the proposed activity shows a significant improvement in these variables. Finally, the structural equation modeling partial least squares (SEM-PLS) analysis showed the effects that the instruction has on the PSTs&rsquo, emotions and also that they had a significant effect on the positive attitudes towards and self-efficacy in science. Therefore, there are multiple benefits in the multidimensional domain of PSTs of having implemented the proposed online-based Edu-Escape Room.

Sustainability is a topic with deep implications, as reflected by the approval of the 2030 Agenda for the sustainable development that has 17 Sustainable Development Goals (SDGs). One of these SDGs tries to achieve the sustainability of cities, for which we have verified that their resilience is necessary against natural hazards (NH). For the persistence of NH through time on a world scale, it is crucial to train expert technicians in the prevention and control of these risks. For this research, two studies have been made, one focused on research into the training of environmentalists by means of gamification, and the other to verify the potential of this same tool in the NH analysis and management. With this work we have been able to verify that the model of city designed can be an alternative and more sustainable model to the current solutions, also corroborating the usefulness of simulation in their design and its role in the resilience against NH. On the other hand, in relation to the teaching of the subject under study, based on the competences studied, this study is considered successful, demonstrating the utility of gamification and simulations in the formation of environmentalists.

In the present educational context, active methodologies and new technologies are aspects that should be included when teaching and learning a subject area. For the education to be successful, classroom management must be considered, since problems may arise and handicap this process. In order to promote learning and reduce negative behaviors and increase positive ones, intervention on students of 1st year of ESO (compulsory secondary education) was implemented. The intervention used gamification as the educational approach and ClassDojo as the online tool to track behavior to determine the effectiveness of both elements to achieve the goal. Taking advantage of the game design principles and mechanics in the learning environment to create motivation and interest, in addition to the information and communication technologies (ICT) represented by ClassDojo, the experimental study showed the benefit of this method and app regarding the improvement of desired behaviors as well as the decrease of the disruptive ones. The implementation engaged the students and activated their behavioral development in order to display a better performance.

Sustainability studies in tourism are increasingly emphasizing social matters, for instance, &ldquo, Accessible Tourism for All.&rdquo, Research on people with visual impairments with smart tourism has so far been sparse. In order to resonate with the global call for sustainable tourism development, this paper aims to contribute to understanding the aspirations of people with visual impairments in terms of tourism and to explore how smart tourism destinations could potentially enhance the tourism experience they offer. We utilized multisensory participant observations and interviews to empathize with the target users and gain insights into their needs. The results showed that they were generally positive about travel, particularly autonomy, achievement needs, and socializing with other individuals. The findings also shed light on their desire to play games on their phones. Consequently, based on the findings and the theoretical groundings of PERMA model and MDA framework from positive psychology and game design, the study proposed a gamified approach to future tourism app design for people with visual impairments, which could enhance engagement, motivation, and enjoyment in the tourism experience.

Education is a key factor to respond to the threat of climate change, increasing not only knowledge but also encouraging changes in attitudes and behaviors to adopt sustainable lifestyles. Scholars and practitioners in the field of education call for innovative ways of engaging youth—a reason why gamification has gained more attention in recent years. This paper aims at exploring the role of gamification in aecting pro-environmental behavioral change and searching for best practices for educational purposes. For that aim, pro-environmental gamification platforms are identified and analyzed by applying two dierent frameworks: the Octalysis Framework and the Climate Change Engagement through Games Framework. After scanning 181 cases, a final sample of six is analyzed and two of them are selected as best practices with higher potential to engage users in pro-environmental behavioral change: SaveOhno and JouleBug. Meaning, ownership, and social influence, as well as achievability, challenge, and credibility, are seen as core elements that can increase the success of gamification platforms. In conclusion, the more attributes are enclosed in the gamification design, the stronger physical and mental connections it builds up with participants. Insights from this study can help educators to select best practices and gamification designers to better influence behavioral change through game mechanics.

Education is a key factor to respond to the threat of climate change, increasing not only knowledge but also encouraging changes in attitudes and behaviors to adopt sustainable lifestyles. Scholars and practitioners in the field of education call for innovative ways of engaging youth&mdash, a reason why gamification has gained more attention in recent years. This paper aims at exploring the role of gamification in affecting pro-environmental behavioral change and searching for best practices for educational purposes. For that aim, pro-environmental gamification platforms are identified and analyzed by applying two different frameworks: the Octalysis Framework and the Climate Change Engagement through Games Framework. After scanning 181 cases, a final sample of six is analyzed and two of them are selected as best practices with higher potential to engage users in pro-environmental behavioral change: SaveOhno and JouleBug. Meaning, ownership, and social influence, as well as achievability, challenge, and credibility, are seen as core elements that can increase the success of gamification platforms. In conclusion, the more attributes are enclosed in the gamification design, the stronger physical and mental connections it builds up with participants. Insights from this study can help educators to select best practices and gamification designers to better influence behavioral change through game mechanics.

Game elements and mechanics have been widely applied as marketing strategies for sustainable development. Seldom have studies explored the relationships between the components of the game and consumer continuous usage with gamification. This study analyzed how game mechanics impact users&rsquo, gaming behavior and awaken positive feelings so as to increase the stickiness of the brand. This research model empirically surveyed 411 Nike Run Club (NRC) app users, based on the Mechanics&ndash, Dynamics&ndash, Aesthetics (MDA) framework. The results show that the self-challenge is a pre-factor that affects self-benefit, fun, and social interaction, while self-benefit and social interaction affect fun. The results also show that fun is of primary importance among all others, as it is a factor that affects brand attitude and sustained use. The results provide valuable insights into sustainable strategies for industries related to the operation of an app-based brand.

In recent years, there have been frequent scientific reports focusing on high carbon dioxide emissions. Many people feel concerned about efforts not happening quickly enough to reduce the negative impact on the climate. The responsibility for reversing this trend rests primarily on adults, but hope is now directed more and more toward the younger generation. The present project, which is a collaboration between design and education, lays the foundation for an educational endeavor based on an idea of environmental citizenship. By creating environmental citizen tokens for children and youths, this project aims to change learned living patterns and encourage a new generation to work toward a sustainable climate. There is also good possibility that the young people&rsquo, s involvement and striving for a better environment will transfer to adults. This has become clear in the global movement started by the environmental activist, Greta Thunberg. This article describes the work of designing and preparing the implementation of a learning project, with its basis in knowledge about environmental impact and personal responsibility. The methods underlying the project are gamification and digital activities, allied with a proven system for making a progression of skills visible. The project has resulted in a finished design and an implementation plan, which have been validated through interviews with teacher educators, principals, teachers, student-teachers, parents and pupils, and which after this validation will be tested at ten specially selected Swedish compulsory schools.

As emerging approaches, IT-based applications designed for encouraging pro-environmental behaviors have shown great potential. By focusing on Ant Forest, this study attempts to explore the embedded gamification design to identify key elements that lead to users&rsquo, long-term game participation which eventually fosters pro-environmental behaviors. First, a focus group interview was conducted to identify twenty-one gamification design elements in four modules: task design, social interaction, feedback, and reward. Furthermore, this study employed the Two-Dimensional Kano Model and better&ndash, worse analysis to classify and prioritize the gamification design elements that impact users&rsquo, attitudes toward Ant Forest. Five Attractive elements, five One-Dimensional elements, four Must-Be elements, and seven Indifferent elements were identified in Ant Forest from 207 questionnaires. The results emphasize the significant impact of gamification design elements that are highly correlated with environmental sustainability (i.e., green context, pro-environmental behaviors, plant a tree) in Ant Forest. In addition, users who are rewarded by both virtual medals and official certificates demonstrate higher satisfaction, whereas elements associated with social interaction and competition show trivial importance. This study has profound theoretical implications as an interdisciplinary study, and yields helpful insights for practice to improve Ant Forest design, promote Ant Forest usage and finally fuel pro-environmental behaviors.

Halving food waste by 2050 as per the Sustainable Development Goal 12.3 is key to securing a food system that is sustainable. One approach to reducing household food waste is through education campaigns. We recruited 501 households divided into three types of intervention groups and compared with a control group to better understand the efficacy of diverse education campaign approaches. Food waste interventions included a passive approach (handouts), a community engagement approach, and a gamification approach. We conducted waste audits, household surveys (pre- and post-intervention), and a focus group at the end of the campaign. The passive and gamification groups had similarly high levels of participation, while participation in the community group was very low. The passive group and the gamification group had higher self-reported awareness of food wasting after the campaign and lower food wastage than the control group. Waste audits found marginally significant differences between the game group and the control (p = 0.07) and no difference between the other campaign groups and the control group in edible food wasted. Frequent gamers were found to generate less edible food waste than infrequent gamers. We conclude that the evidence about the potential for gamification as an effective education change tool is promising and we recommend further study.

Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of &ldquo, flipped learning&rdquo, and &ldquo, gamification&rdquo, as teaching models, after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students&rsquo, learning processes, in their achievements, and in their enthusiasm.

For educating a wide audience on the environmental impact of their daily life decisions, the Eco-Confessional has been developed as an interactive exhibit and a serious game. In this, the effectiveness of promoting sustainable lifestyles through life cycle thinking was explored. Based upon life cycle assessments, the eco-confessional reveals the environmental impact of eco-sins and good deeds performed in everyday life in a playful way. As the Eco-Confessional was being exhibited, it was evaluated to measure the impact of the new communication format. The goal of the project was to increase sustainable behavior by influencing both the desire and the ability to make sustainable decisions. The evaluation revealed that these goals were mostly achieved. By combining life cycle data with gamification elements, the Eco-Confessional succeeded in implementing a new scientainment approach to environmental education, which promotes life cycle thinking among the public.

Entrepreneurship education constitutes a top priority in policy agendas across the globe as a means to promote economic growth, fight unemployment and create social capital. An important premise of entrepreneurship education is that it can be learned and students can be taught to formulate entrepreneurial mentality, skills and competencies, something that can result in the formulation of startups and business initiatives. Given the importance of entrepreneurship, the necessity to formulate efficient entrepreneurship education frameworks and training programs arise. In this work, we present the design of an entrepreneurship educational environment that is based on learning in 3D virtual worlds. Innovative 3D virtual reality technologies were utilized to provide immersive and efficient learning activities. Various topics of entrepreneurship education courses were designed and formulated to offer students the opportunity to obtain theoretical knowledge of entrepreneurship. The 3D virtual reality educational environment utilizes pedagogical approaches that are based on gamification principles, allowing students to study in immersive ways as well as in game-based learning activities on real challenges that can be found in business environments. The game-based learning activities can help students gain necessary skills, helping them to tackle everyday obstacles on their entrepreneurial pathways. An experimental study was performed to explore the learning efficiency of the environment and the gamified learning activities as well as assess their learning impact on student&rsquo, s motivation, attitude, and overall learning experience. The evaluation study revealed that the framework offers efficient gamified learning activities that increase students&rsquo, motivation and assist in the formulation of entrepreneurship mentality, skills and competencies.

The purpose of this study is to empirically examine the effect of gamification on tourist psychological outcome and knowledge gain in the context of cultural heritage sites, which are popular cruise tourism destinations. A comprehensive literature review revealed the critical role of gamification in facilitating psychological (enjoyment, flow experience, and loyalty) and behavioral outcomes (knowledge gain) at cultural heritage sites. Using a field experiment, this study employed a gamified app as a manipulation. A total of 342 gamified app users (n = 165) or non-users (n = 177) were selected by stratified random sampling method from among college students majoring in tourism and cruise management in South Korea. After screening the data, a Hayes&rsquo, PROCESS modeling technique was mainly utilized to test the proposed hypotheses based on 331 cases. The results showed that gamification had a strong influence on knowledge gain about cultural heritage attractions. On the other hand, gamification had negative effects on enjoyment and flow experience. More importantly, gamification had a negative indirect effect on loyalty toward cultural heritage attractions. These findings imply the usefulness of gamified apps to convey memorable and real-time information and knowledge to users in cultural heritage sites.

Recycling behavior is an issue that affects the sustainability of many seasonal destinations. The EU promotes projects such as the UrbanWaste that try to study how to avoid the deplorable consequences on cities of this situation. This project has implemented a gamified application, named WasteApp in several European cities, in order to promote the recycling behavior of tourists. This study aimed to verify if the application can be a successful tool to foster recycling and to improve tourism destination reputation. The results show that tourist satisfaction will be influenced directly by the perceived usefulness of the application, and perceived usefulness by the perceived ease of use, but the expectations of the prizes can be counterproductive if they are not perceived as useful for the promoted behavior. Likewise, the satisfaction of the user will influence the recycling behavior, which at the same time improves the reputation of the destination. Besides, the initiative will be visible through word of mouth that is generated from the perceived usefulness, the user&rsquo, s satisfaction, and the recycling behavior itself. That is, according to this study a gamified application can contribute to the recycling behavior of tourists and improve the image of the destination that adopts it.

How can we encourage people to make sustainable mobility choices, reducing car dependency and the related CO 2 emissions and energy consumption? Taking advantage of the wide availability of smartphone devices, we designed GoEco!, an application (app) exploiting automatic mobility tracking, eco-feedback, social comparison and gamification elements to persuade individuals to change their mode of transport. The app features and contents are grounded in the transtheoretical model for behaviour change and were designed to avoid over-reliance on &ldquo, one-size-fits-all&rdquo, simplistic point-based systems. The GoEco! app was designed in a user centred approach and was field-tested in Switzerland in a three-month experiment involving around 150 voluntary users. In this paper, we present the app&rsquo, s features and comment on their evaluation from the perspective of the field-testers. The insights we collected through an online questionnaire and individual interviews allowed us to develop recommendations for similar persuasive apps and to identify open challenges for the future. In particular, we recommend to endow such apps with multi-modal travel planning components and features evoking the feeling of belonging to a community, that provide support and helping relationships.

Design for sustainable behavior has become more important for product or service design considering environmental sustainability in the use stage. The goal of this work is to specifically help design for encouraging energy-saving behavior in selecting effective persuasive design strategies and game design elements by considering users’ differences. The work begins with screening commonly employed persuasive strategies based on literature and the analysis of existing cases in design for energy-saving behavior. Secondly, a questionnaire survey is conducted to investigate the possible demographic differences on the persuasiveness of the selected persuasive strategies. Thirdly, the selected persuasive strategies are mapped to twenty-nine useful game design elements via an affinity diagram method. The results could help designers choose effective persuasive strategies and game design elements for different user groups. At the end, an illustrative example is presented to show the application potential in design for energy-saving behavior.

In performing team-based projects in engineering class, students usually face many problems, such as free-riding, lack of responsibility, boredom, and insufficient initiative. This papers proposes a new method for performing team-based projects in engineering class—specifically, a gamified method for team organization using a salary auction game. On the description of the design and use of a salary auction game in engineering class, a case study conducted using a survey method is reported to validate the practical value of the proposed auction game. The salary auction game proposed in this paper demonstrates that a gamified team organization method in engineering class could be used as an effective tool to enhance motivation and to improve learning outcomes of engineering students.